The purpose of the Ed.S. program in Instructional Technology is to provide superior student-focused education that is personally relevant and intellectually challenging. The program is committed to the following areas of excellence:
Students must have a Master's degree for admittance into the program. A teaching certificate is not required for this degree program. A teaching certificate is required for students seeking a certification upgrade from the Georgia Professional Standards Commission. Students who already hold a Teaching or Service certificate with the Georgia Professional Standards Commission will be eligible for Certification in Instructional Technology.
In addition to completion of program requirements, students seeking Certification with the Georgia Professional Standards Commission must also pass the GACE for more information click here.
Coursework completion is possible in 18 months. Degrees are conferred in May, August and December.
The University of West Georgia is accredited by the Southern Association of
Colleges and Schools Commission on Colleges (SACSCOC).
Credit & Transfer
Total semester hours required to earn a degree: 27
Maximum Hours Transferable into program: 3
Tuition & Fees
Projected Offerings All required courses for the Ed.S. in Media - Instructional Technology Concentration will be offered over two years. No campus visits are required. Students may begin the program any semester. During the initial advising session, a projected sequence of courses is developed for each student. Any changes in the projected sequence need to be determined jointly between student and advisor in order for the student to be able to complete the program in a timely manner.
The Ed.S. in Media – Instructional Technology Concentration requires students to complete 27 credit hours (9 courses at 3 credit hours each).
Five courses are required: MEDT 8461, MEDT 8462, MEDT 8463, MEDT 8480, and MEDT 8484. Students must also complete four elective courses.
Note: Students who are seeking Certification in Instructional Technology with the Georgia Professional Standards Commission must take MEDT 7490, MEDT 7464, and MEDT 7476 from the list of electives and then choose one more course as a fourth elective.
This course will focus on the application of instructional design principles as they relate to instruction. A systems approach to instructional design which includes information and application of skills and techniques necessary in the analysis, design, development, implementation, and evaluation of instruction will be used.
Enrollment requires completion of MEDT 6401 or instructor¿s permission. The design and development of data networks for instructional settings will be covered. In addition to current trends and issues, students will also explore how to use data networks for a variety of instructional contexts and how to perform basic network trouble shooting and repair.
This course is a general introduction to conceptual, theoretical, and practical ideas concerning distance education, including the current status of distance learning and its impact on education. Students will become conversant in the terminology of the field of distance education, review its history, conduct research on specific areas of practice, investigate instructional and learning design strategies, explore the technologies commonly used, and understand the unique roles and responsibilities of the distance learner and the distance instructor.
An intermediate to advanced level course on the design, development and formative evaluation of multimedia software delivered locally and online. Strategies based on research on effective practice are emphasized. Students use software development tools to create and evaluate interactive software including strategies for instruction and assessing learning.
This course focuses on current issues and challenges for the distance education professional. Students will be prepared to assume the role of an e-learning teacher and professional through the study of distance education research as well as the analysis, design, development, implementation, and evaluation of e-learning environments. Students will examine the management of e-learning initiatives including cultural impact; budget, technological and managerial requirements; quality support; policy issues; development of e-learning materials; facilitating instruction and interaction; and other areas of professional development and training.
This course will focus on application of the principles of assessment of student learning as they relate in the context of technology-enhanced instruction and diverse populations. Specific concepts covered include formative and summative assessments, alternative assessment, and standardized testing, especially the use of technology-based instruments. Students will design and develop assessment tools for their content areas and contexts.
This course is an introduction to visual and media literacy principles that support student learning in specific content areas. Students will explore elements of photography and videography that support learner-centered instruction. Instructional applications in the workplace and instructional settings, shooting high-quality digital photographs and video vignettes, how to produce enhance digital-based instructional materials and resources are covered.
This course will study effective communication skills, group dynamics, time management, and facilities planning with special emphasis on applying these skills to facilitate the integration of newer technologies into school library media centers and classrooms.
This course provides an overview of the procedures in planning, designing, developing, implementing and managing instructional technology programs in schools. Emphasized are: leadership skills, managing people and resources, effective training techniques, program development, funding, and trends and issues associated with school uses of instructional technology.
Advanced topics in the theory, selection, production, and utilization of technology-based instructional materials will be examined, and issues, trends and problems in instruction technology will be emphasized.
Current issues and trends in school library media services and programs will be examined. The basic vision of the school library media program comprised of collaboration, leadership and technology will be emphasized.
This course is designed to prepare students to effectively and efficiently participate in program evaluation at the school sites Students are expected to evaluate efficacy of existing programs and/or the appropriateness of programs being considered for implementation.
This course provides an overview of research on media and instructional technology. Because the course addresses both theoretical and practical dimensions of research on media and instructional technology, students will study exemplary research studies through printed and digital materials.
This describes the general information about faculty for this program.